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ENG515 : Teaching of Reading and Writing Skills

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Saqib Goraya
University of Huddersfield

Course Contents

Receptive and Productive Skills Four Strands of Language Teaching What Reading Is? Introduction to Learning to Read in Another Language (i) Introduction to Learning to Read in Another Language (ii) Principles for Teaching Reading: Meaning Focused Input Principles for Teaching Reading: Meaning Focused Output Principles for Teaching Reading: Meaning-Focused Learning Principles for Teaching Reading: Fluency Development Introduction to Recognize and Spell Words Prerequisites for Formal Reading Instruction Phonemic Awareness Spoken Language and Reading Phonics and the Alphabetic Principle The Role of Phonics in a Reading Program Spelling: Productive Phonics System Learning and Item Learning First Language Effects on Second Language Reading Learning to Spell and Its Significance for Teaching Reading (I) Learning to Spell and Its Significance for Teaching Reading (II) Designing a Focused Spelling Program for Reading Introduction to Intensive EFL/ESL Reading Focuses in Intensive Reading Features of Good Intensive Reading Exercise Are Comprehension Questions Good For Reading Exercise? (I) Are Comprehension Questions Good For Reading Exercise? (II) Comprehension of the Text (I) Comprehension of the Text (II) The Focus of Comprehension Questions (I) The Focus of Comprehension Questions (II) Standardized Reading Procedures Vocabulary Grammar Features in the Text (I) Grammar Features in the Text (II) Cohesive Devices (I) Cohesive Devices (II) Genre Features Handling Exercises and Role of Teaching Exercises Introduction Extensive Reading Understand the Goals and Limitations of Extensive Reading Finding Learners’ Present Vocabulary Level Providing Plenty of Interesting and Appropriate Reading Texts Setting, Encouraging and Monitoring Large Quantities of Extensive Reading Supporting and Supplementing Extensive Reading Helping Learners Move Systematically through Graded Reading Simplified and Unsimplified Texts Various Ways of Supporting Extensive Reading The Extensive Reading Program Extensive Reading and the Choice of Materials Reading Materials in Terms of Topic and Genre The Student-Teacher Relationship in Extensive Reading Benefits of Extensive Reading Issues in Practicing Extensive Reading Introduction to Read Faster Nature and Limits Of Reading Speed Nature of Fluency Development Nature of Fluency Development Activities Increasing Oral Reading Speed Increasing Careful Silent Reading Speed Increasing Silent Expeditious Reading Speed Frequently Asked Questions about Reading Speed Introduction Enhancing Communicative Competence through Reading Reading within an Environmental Approach Reading within an Innatist Approach Reading within an Interactionist Approach Teaching Reading within a Communicative Competence Framework Teaching Reading and Linguistic Competence Teaching Reading and Pragmatic Competence Teaching Reading and Intercultural Competence Teaching Reading and Strategic Competence Introduction Developing Strategic L2 Readers Reading Strategies (I) Reading Strategies (II) Reading in L2 Classrooms (I) Reading In L2 Classrooms (II) How Do Good Readers Use Reading Strategies? Skimming and Scanning Importance of Reading Fostering Effective Reading Strategy Using Purposeful Reading to Develop Strategic L2 Readers (I) Using Purposeful Reading To Develop Strategic L2 Readers (II) Defining Fluent Reading Barriers to Achieving Fluent L2 Reading Implications of Language Use, Cultural Identity and Translation for L2 Reading Vocabulary Acquisition and Automaticity L1 Environment Vs L2 Environment How to Build Reading Fluency Provide Plenty of Appropriate Materials Provide Continuous Motivation Vocabulary II Bottom-Up Strategy Training for Fluent Reading Lexical Approach for Developing Fluent Reading Narrow Vs Wide Reading Grammar Knowledge and Reading Fluency Metacognitive Strategy Training for Fluent Reading Programs for Developing Reading Fluency Introduction: Individual and Social Perspective Reading: The Narrow Perspective Syntax in Reading Vocabulary and Background Knowledge Reading Ability in L2 Reading Reading for Language Learning Process Models of Reading Data Driven Models Concept-Driven Models Interactive Models Reading: The Broad Perspective Literacy and Reading Literacy and Implications for Teaching Reading Introduction to Research informing L2 reading Implications for Reading Instruction from Reading Research Ensure Word Recognition Fluency Creating Vocabulary Rich Environment Activate Background Knowledge in Appropriate Ways Language Knowledge and General Comprehension Skills Teach Text Structure and Discourse Organization Promote the Strategic Reader rather than Teach Individual Strategies Building Reading Fluency and Rate Promote Extensive Reading Develop Intrinsic Motivation for Reading Introduction to Assessing Reading Motivation as an Informal Assessment Measuring Achievement Multiple Choice Questions Diagnosing Problems Reading Aloud Vocabulary Tests Tests of Grammatical Knowledge Measuring Reading Proficiency Issues in Making and Using Reading Comprehension Tests Introduction to Teaching Writing Principles for Teaching Writing Designing Tasks Bringing Tasks within the Learners’ Experience Making Sure Learners Have the Experience to Do a Task Shared Tasks Guided Tasks Independent Tasks Using the Four Kinds of Tasks for Teaching Writing Introduction to Teaching Writing in an L2 classroom Writing For Learning Reinforcement Writing Preparation Writing Activity Writing Writing Purposes (I) Writing Purposes (II) Creative Writing The Tasks Of Teacher in Writing (I) The Tasks Of Teacher In Writing (II) Introduction to the Writing Process The Parts of Writing Process Considering the Goals of the Writer and Model of the Reader Gathering Ideas Organizing Ideas Ideas to Text and Reviewing Editing Diagnosing Control of the Parts of the Writing Process Diagnosing from the Written Product Teaching Text Construction I Teaching Cohesion Teaching Grammatical Cohesion Teaching Coherence Implications for Learning and Teaching Introduction to Teaching the Nuts and Bolts of Writing Teaching Mechanics of Writing Teaching Handwriting The Spelling Challenge Teaching Spelling Teaching Punctuation (I) Teaching Punctuation (II) Copying Teaching Sentence Writing Teaching Paragraph Construction Teaching Text Construction II Introduction Building the Writing Habit Building Confidence and Enthusiasm I Building Confidence And Enthusiasm (II) Instant Writing Collaborative Writing Writing in Groups and Pairs Writing to Each Other What to Do with Habit Building Writing Introduction Syllabus Design and Lesson Planning for L2 Writing Understanding the Learner Population Setting and Meeting Goals for L2 Writing Nuts and Bolts of L2 Writing Syllabus Lesson Planning: Practices and Procedures Mechanics of Lesson Planning Introduction Planning a Writing Course Ascertaining Goals and Institutional Constraints Deciding on Theoretical Principles Planning Content Weighting the Elements Drawing up a Syllabus Selecting Materials Preparing Activities and Roles Choosing Types and Methods of Feedback Evaluating the Course Reflecting the Teacher’s Experience Planning Drafting Responding and Revising Editing II Evaluating and Post Writing Implementing Process Introduction Teaching Students to Self-edit Focusing on Form Recognizing Major Error Types Self-Editing Practice Does This Editing Approach Work? The Value of Theoretical Knowledge Theory and Research in ESL Composition Issues and Methods in L2 Writing Shifts in Pedagogical Focus Prior Knowledge and Its Implications for the Teaching of L2 Writing Contrastive Rhetoric and Its Implications for Teaching ESL Writing The Uniqueness Of ESL Writers: Classroom Implications Introduction Responding to Written Work Assessment and Motivation Improving the Quality Of Writing Written and Oral Feedback to the Class Individual Feedback Conferencing on a Portfolio Marking Grammatical Errors Peer Evaluation Self-Evaluation with a Checklist and Reformulation Electronic Feedback Measuring Proficiency in Writing Effects of Teacher Commentary Student Views on Teacher Feedback Principles for Providing Written Feedback (I) Principles For Providing Written Feedback (II) Guidelines for Written Teacher Feedback Feedback on Preliminary Drafts and Final Drafts Praise and Criticism Feedback on Content or Form Follow up Teacher-Student Writing Conferences Implementing Writing Conferences: Issues and Options Academic L2 writing Overview Writing Requirements in the University Characteristics of Academic Writing Academic Writing Tasks and Assignments Teaching Academic Text Features Explicit Instruction in L2 Academic Writing Types of Writing Tasks Teaching Cause and Effect Teaching Classification Teaching Comparison and Contrast Teaching Analysis Teaching Argumentation Teaching Exemplification Introduction to Teaching reading and writing in the Pakistani ELT context Teaching Reading Skills in the Pakistani Context Integration of Reading Skills in the Pakistani National Curriculum Teaching Writing Skills in the Pakistani Context Integration of Writing Skills in the Pakistani National Curriculum Introduction to Integrating Receptive and Productive Skills Why Should We Integrate Skills Order Of L2 Acquisition Writing and Other Skills Reading and Other Skills Transition between Skills Conclusion (I) Conclusion (II)